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JOURNAL OF INTERDISCIPLINARY RESEARCH
The biggest role of vocal expression (apart from professional
factors) lies in the fact that it is the most natural and spontaneous
way of spiritual and somatic expression, regardless of age and
gender. The psychological and somatic positive effects of active
singing are a proven fact.
3
Besides somatic factors, singing has a
positive impact from a psychological viewpoint. Singing
contributes to the training and shaping of sound and hearing,
helps develop a sense of rhythm, increases emotional and
aesthetic expression, and, of course, provides an aesthetic
experience (Pavlovská 1980). An additional or accompanying
element of the vocal performance can be the instrumental play as
well as a part of musical games, or it can also be a tool for
‘demonstrating’ certain curricula.
Musical-kinetic activities also prove to be an excellent tool for
developing musical competencies. They give an opportunity to
satisfy the need for physical movement. It is important for the
individual to be able to express the music they hear with
movement (Orsovics 2018). Singing and music lessons as well
as musical games, conducted in a creative atmosphere, can be
assigned a significant role, for the need for play is undoubtedly
in human life. ‘Play is an inseparable part of proper
development’
(Poledňák 1984: 76). It is not just a childhood- and
adolescence activity, but play is even related to adulthood and
old age; it accompanies human life in various forms. During
cognitive development in early and preschool age, play is both a
sensorimotor and dominant activity
(Leontyev, cit. Poledňák
1984: 77). At a later stage, it is symbolic, when functioning as
a manifestation of thinking and speech. During periods of
personality development, the importance of play cannot be
neglected and ignored, for play is often a reflection of the
subject’s physical and social environment, his self-esteem and
“self-interpretation,” regulation and differentiation of feelings,
and the derivation of tension or liberation. From a psychological
perspective, in communities, groups and classes, play also
provides an opportunity to enhance socialization processes, to
deepen cooperation and build teams. From a pedagogical point
of view, therefore, the play helps to bridge the professional
immanentist position and contributes to the approximation and
connection of the experiences and cognitive horizons of music,
and of the teacher and the student (Richter 1984). The foci of
each lesson are those activities that result in inventive product
creation. From a pedagogical point of view, the presence of play
is evident, which, on the one hand, functions as a tool for
community bonding, and, on the other hand, provides a fertile
ground for achieving the goals of development.
Creative singing and music lessons, musical games, and applied
musical-kinetic activities clearly have ability-developing and
personality-building qualities. These classes and activities are
highly popular due to their dynamic character, colourful content,
cheerful, liberated atmosphere and last but not least because of
their creative elements. As for their advantage, they greatly
influence concentration, stimulate musical hearing, and
harmoniously coordinate the participants’ audio-visual and
motor perceptions. In many cases, different musical games and
physical exercises even cultivate the manifestation and
expression of movement. They thus have a multifaceted effect
on the process of personality development.
4 Several examples of examining musical ability development
The positive results and ability-developing effects of active
musical activities have already been proven in many studies,
both internationally and domestically, more particularly in the
last few decades. The requirements of modern education are met
by creative activities that have a broad transfer effect, that spread
the results of their development and a multitude of abilities over
a large area. Finally, progressive education demands activities
that positively influence learners’ complex personality
development. Music is undoubtedly one of the best tools to
accomplish this goal. This is evidenced by the successful
application of modern and progressive music-pedagogical
3
Cf. e.g. Kohler 1968, Fengler 1961, Schütz 1962
methods, principles, techniques and their various adaptations, as
well as by the results of research in the field.
Among the acknowledged international personality development
trends in music pedagogy, the results and impacts of the
adaptation of Dalcroze and Orff’s principles to pedagogical
practice are well-known. Émile Jaques Dalcroze’s (1865-1950)
internationally proven concept was introduced to the
professional and general public; it focused on the relationship
between physical movement and music. Dalcroze created
eurythmy, the essence of which is to examine the relationship
and impact of music and movement.
4
Dalcroze ‘experimented’ with children, Orff’s, with young
adults. The ability-developing effect of their music-pedagogical
concept is supported from the perspective of both general and
musical abilities. These were manifested in the following
aspects: rhythm strengthens and coordinates muscle movements,
develops eye-hand-body coordination and hearing also
contributes to this; there is an opportunity for the child to
express himself / herself freely, thus developing imagination and
creativity; it affects his/her temperament and psychic
development; enhances attention and concentration; contributes
to the harmonious personality development; helps reduce tension
– relaxation are play are very important after a school-day, but,
at the same time, they help increase the child’s attention and
interest; develop the individual’s adaptability within the
community.
The concept and goal of
Dalcroze’s eurythmy is, above all, to deepen the rhythm
formation and to develop a sense of rhythm. This is a significant
help in understanding and perceiving music. He described his
method as follows: ‘The method I have created, which bears my
name, aims to harmonize an individual’s intellectual and
physical abilities with the help of music’
(Dalcroze, cit. Szőnyi
1988: 9). In addition, Carl Orff's (1895-1982) concept of music
pedagogy is based on four decades of practice. The aim of the
Günther School of Dance and Gymnastics, founded together by
Orff and Dorothea Günter (1896-1975), was to combine music
and physical movement in the curricula of dance and gymnastics
teachers and thus to strengthen the pedagogical and practical
essence of complexity.
Consequently, it can be admitted that the application of
Dalcroze’s and Orff’s pedagogical principles in effect
significantly contribute to the simultaneous and complex
development of an individual’s abilities and personality (Szőnyi
1988).
The ability and personality development of music education has
also been studied by other researchers and music educators. The
world-famous and widely used Kodály method has a
scientifically proven impact on ability development, which has
been the subject of several representative researches. The music-
pedagogical study of Klára Kokas (1929-2010) enjoys an
international recognition; the scholar’s aim was to assess the
effect of music education on the development of abilities by
using the Kodály method. The ability-building effect of music
education has been proven in music education as well as in other
fields and subjects; specifically, in language education,
mathematics, memory and attention, mobility skills and other
skills.
5
4
Dalcroze’s method of eurythmy combines elements of music pedagogy and music
therapy, i.e., it simultaneously focuses on the development of musical abilities, skills
and complex personality development (Tóth-Bakos 2016).
‘The observation ability of music groups increased in
rhythm learning, and they also gave better results in visual tasks.
Rhythm formation has an attention-enhancing effect on
mathematics and more punctual hearing, on spelling. Therefore,
one subject has an effect on the other and contributes to the
development of psychic functions (…) Music education –
conducted according to the Kodály method – has a transfer
effect on the child’s other abilities, namely balance and
5
In physical education (PE), the results of anthropometric (movement) studies showed
that the results of balance and rhythmic-free exercises were remarkably better in the
musical groups. In math, children from musical groups solved arithmetic problems in a
significantly shorter time than children who were less involved in music. Also, there
was a strong significant difference in the results of the spelling exercises performed in
Hungarian grammar lessons in favour of the musical groups.
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